هیبریدموکها و عوامل تقویت کننده و تضعیف کننده عملکردآن‌ها در یادگیری
محورهای موضوعی : فن‎آوری اطلاعاتفاطمه شرزه ئی 1 , نازیلا خطیب زنجانی 2 , مرجان معصومی فرد 3 , محمدرضا سرمدی 4 , محمدرضا سرمدی 5 , نصیبه پوراصغر 6
1 - دانشگاه پیام نور
2 - استادیار دانشگاه پیام نور
3 - گروه علوم تربیتی دانشگاه پیام نور
4 - مدیر بخش علوم تربیتی و روانشناسی دانشگاه پیام نور
5 - مدیر بخش علوم تربیتی و روانشناسی دانشگاه پیام نور
6 - دانشگاه پیام نور
کلید واژه: هیبریدموک, ارتباط‌گرایی, عوامل تقویتکننده, عوامل تضعیفکننده,
چکیده مقاله :
با توجه به جایگاه هیبریدموکها در عصر حاضر، این پژوهش با هدف شناسایی عوامل مؤثر در عملکرد آن‌ها، سعی در معرفی این فن‌آوری و تحکیم جایگاه آن را داشتهاست. بدین منظور عوامل تقویتکننده و تضعیفکننده عملکرد، در موکهای اجرا شده در یافته های پژوهشی آن‌ها بررسی گردیده است. هدف این پژوهش کاربردی بوده و از تحلیل مضمون با رویکرد استقرایی استفاده گردیده است. جامعه آماری، پژوهشهای الکترونیکی انجام شده در حوزه موک بین سالهای 2017 تا 2022 میلادی بوده و براي انتخاب نمونه هاي آماری از روش نمونهگیری هدفمند متوالی تا رسیدن به اشباع نظري استفاده و 41 پژوهش داخلی و خارجی انتخاب شدهاند. پس از آن داده ها با مصاحبه با 7 نفر از صاحب‌نظران در دسترس در این حوزه، به اشباع نظری رسیدهاند. داده های جمعآوری شده در برنامه مکس کیودا تحلیل و مضامین مرتبط کدبندی و مقوله بندی و نتایج حاصله، 10 مؤلفه شامل: جذابیت و سهولت کاربرد نرم افزار، افزایش آگاهی یادگیرندگان، بازی سازی، تبلیغات، تخصص، در دسترس بودن، شایسته سالاری و مشوقها، طراحی مناسب، ایجاد علاقه و ایجاد بسترمشارکت را در مقوله عوامل تقویت کننده و مؤلفه های یپشتیبانی نامناسب، محدودیت زمانی، زیرساخت نامناسب، عدم پذیرش، عدم مهارت فنی و عدم صدور مدرک معتبر را در مقوله عوامل تضعیف کننده نشان داد.
Given the significant position of hybrid MOOCs in the current era, this study aims to identify the factors influencing their performance, with the goal of introducing this technology and strengthening its position. To achieve this, the factors enhancing and weakening performance in implemented MOOCs were examined through their research findings. The objective of this applied research was to employ thematic analysis with an inductive approach. The statistical population consisted of electronic research conducted in the field of MOOCs between 2017 and 2022. A purposive sequential sampling method was used to select statistical samples until theoretical saturation was reached, resulting in the selection of 41 domestic and international studies. Data collection continued with interviews conducted with seven experts in this field, reaching theoretical saturation. The collected data were analyzed using the MaxQDA software, and the related themes were coded and categorized. The findings identified ten components as performance enhancers: software attractiveness and ease of use, increased learner awareness, gamification, advertising, expertise, accessibility, meritocracy and incentives, proper design, creating interest, and fostering participation. On the other hand, the weakening factors included inadequate support, time limitations, inadequate infrastructure, lack of acceptance, lack of technical skills, and lack of issuance of recognized certificates.
References
Ajdani, Fahimeh. (2019). Analytical examination of the factors affecting the admission and creation of massive open online courses in Iranian medical unities. Doctoral dissertation of Kharazmi University, Faculty of Education. [in Persian]
Anders, Abram (2015) Theories and Applications of Massive Online Open Courses (MOOCs): The Case for Hybrid Design, International Review of Research in Open and Distributed Learning Volume 16, Number 6. Minnesota Duluth: United States.
Atwell, G. (2007). Personal learning environments: The future of eLearning? eLearning Papers
Blaschke, Lisa Marie(2019) The Pedagogy–Andragogy–Heutagogy Continuum and Technology-Supported Personal Learning Environments: Open and Distance Education Theory Revisited Implications for the Digital Era, SpringerBriefs in Open and Distance Education.
Bozkurt, A., & Aydın, C. H. (2015). Satisfaction, preferences and problems of a MOOC participants. Proceedings of the Association for Educational Communications and Technology (AECT) 2015 International Convention, Indianapolis, IN, 35-41. Retrieved from https://www.academia.edu/22759636/Satisfaction_Preferences_and_Problems_of_a_MOOC_Particip ants
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. Retrievedfrom http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf
Downes, S. (2022). Connectivism. Asian Journal of Distance Education. Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/623
Eskandari, Hossein; Fardanesh, Hashem; Sajjadi, Seyyed Mehdi. (2009). Communicationism: in competition or alignment with other learning theories. Journal of educational psychology, new period, fifth year, autumn and winter 2018, number 15. [in Persian]
Gaebel, M. (2014) MOOCs: Massive open online courses. EUA. Gregori, E. B., Zhang, J., Galván-Fernández, C., & de Asís FernándezNavarro, F. (2018). Learner support in MOOCs: Identifying variables linked to completion. Computers & Education, 122, 153-168.
Gholampour, Meysam; Rostami Nejad, Mohammad Ali and Pourshafei, Hadi. (2020). Identify key factors of MOOC period success: Synthesis based on the Roberts model. Journal of Scientific Research "Curriculum Research" Iranian Curriculum Studies Association. Volume 9, Issue 2, 18, Autumn and Winter 1398, pp. 122-139. [in Persian]
Gonács, N. & Matos, J. F. (2017). Towards a heutagogy-based MOOC design framework. Proceedings of EMOOCs 2017, Madrid, Spain.
Jacqmin, Julien (2021) What Drives Enrollment in Massive Open Online Courses? Evidences from a French MOOC Platform, Germany, EMOOCS conference, University Potsdam
Ja'fari, Ismail; Fathi Vajargah, Corush; Arefi, Mahboubeh and Rezai Zadeh, Morteza. (2019). Formulation of a model for the MOOC-based curriculum in higher education using the Foundation Data Theory (Study of Iranian Higher Education). Journal of Science-Research Technology of Education, Summer 1398, Volume 13, No. 4, pp. 758-758. [in Persian]
Jemni, M., Kinshuk. & Khribi, M. K. (2017). Open education: From OERs to MOOCs (Eds). Berlin: Springer-Verlag.
Koskinen,Johanna; Kairikko, Anette ; Suonpää,Maija (2021) Hybrid MOOCs Enabling Global Collaboration Between Learners, Germany: EMOOCS conference, University Potsdam
Koutsakas, Philippos; Karagiannidis, Charalampos; Politis, Panagiotis; Karasavvidis, Ilias (2020) A computer programming hybrid MOOC for Greek secondary education, Smart Learning Environments 7:7
Lei, Ma (2019) cross-cultural MOOCs: designing MOOCs forChinese students, Boston university school of education
Li, Lingyao; Johnson, John; Aarhus, William; Shah, Dhawal (2022) Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit, Computers & Education, Volume 176, 2022
Nasser Sheikh al -Islami, Seyede Masoumeh and Khatib Zanjani, Nazila. (2021). Optimal Model MOOC Payam Noor University, PhD Thesis, Tehran Payam Noor University. [in Persian]
Ommati, Elahe; Ghazi Mirsaeed, Seyed Javad and Ebrahimi, Maryam. (2020). Factors Affecting the use of MOOC from the perspective of Armooc learners. Journal of Modern Medical Information, Volume 6, Spring 1399. [in Persian]
Parry, M. A. (2013). “Star MOOC Professor Defects-at Least For Now”. Chronicle of Higher Education Subscribe Today, 65(1), 15-18.
Rezaei, Isa and Nasri, Shabnam. (2020). A model for designing interactive electronic content and educational simulations, a goal-based scenario. Farnaz Babazadeh (Editor), Educational Design 2 (Types), Publications and Educational Technology Office of the Ministry of Education. [in Persian]
Rezaei, Isa; Zareie zawaki; Hatami, Javad; Aliabadi, Khadija and Delavar, Ali. (2016). Compilation of the educational design model of massive open online courses based on communication learning theory. Journal of Yazd Center for Studies and Development of Medical Sciences Education, No. 2 and 1, twelfth period. [in Persian]
Rezai, Isa. (2016). Developing and Validation of the Massive Open Online Course Educational Design Pattern Based on Connectivism Learning Theory in the Higher Education System. PhD Thesis of Allameh Tabataba'i University, Faculty of Psychology and Educational Sciences.
Sharzehee, Fatemeh, Khatib Zanjani, Nazila, Masoumi Fard, Marjan, Sarmadi, Mohammad Reza, & Poura Asghar, Nasibe (2023). The view of MOOC researches in Iran and the world 17 (2), 265-278. Doi: 10.22061/Tej.2023.9026.2774. [in Persian]
Siemens, G. (2017). Connectivism. Foundations of Learning and Instructional Design Technology.
Taghavi Nasab, Seyyedah Najmeh; Fouladchang, Mahbobe and Karimi, Mohammad Hassan. (2016). The philosophy of education and the deconstructive approach to traditional learning against the relational learning theory. The 7th National Conference of the Philosophy of Education Association of Iran, Shiraz University. [in Persian]
Voskoglou, Michael Gr. (2022) Connectivism vs Traditional Theories of Learning, american Journal of Educational Research, 2022, Vol. 10, No. 4, 257-26, Published by Science and Education Publishing DOI:10.12691/education-10-4-15
Yu, H., Miao, Ch., Leung, C. & White, T. J. (2017). Towards AI-powered personalization in MOOC learning. Science of Learning Journal, 2(15), 1-5.
Zhu, Meina (2019) DESIGNING MOOCS TO FACILITATE PARTICIPANTS’ SELF-DIRECTED LEARNING, Doctor of Philosophy in the School of Education, Indiana University
